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All Journal JURNAL HANDAYANI PGSD FIP UNIMED Konstruktivisme : Jurnal Pendidikan dan Pembelajaran Edubiotik : Jurnal Pendidikan, Biologi dan Terapan
Marinda Sari Sofiyana
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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PENGARUH MODEL PEMBELAJARAN STEAM TERINTEGRASI KNISLEY TERHADAP LITERASI NUMERASI DAN HASIL BELAJAR SISWA KELAS IV SEKOLAH DASAR Meyrizka Safira Putri Mauza; Marinda Sari Sofiyana; Desy Anindia Rosyida
JURNAL HANDAYANI PGSD FIP UNIMED Vol 13, No 2: December 2022
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (640.126 KB) | DOI: 10.24114/jh.v13i2.40376

Abstract

Abstrak : Pengaruh Model Pembelajaran Steam Terintegrasi Knisley Terhadap Literasi Numerasi Dan Hasil Belajar Siswa Kelas Iv Sekolah Dasar. Penelitian memiliki tujuan guna (1) menguji pengaruh model pembelajaran STEAM terintegrasi Knisley terhadap literasi numerasi siswa kelas IV sekolah dasar dan (2) pengaruh model pembelajaran STEAM terintegrasi Knisley terhadap hasil belajar siswa kelas IV sekolah dasar, dimata pelajaran matematika. Metode ekperimen dengan rancangan Quasi-Eksperimental Design dan desain Nonequevalent Control Group Design. Populasi adalah siswa kelas IV SD Negeri Kanigoro 03. Penetapan sampel memakai teknik sampling purposive, dan teknik yang digunakan untuk analisis data adalah uji prasyarat (1) uji normalitas (2) uji homogenitas sementara itu uji hipotesis menggunakan ANACOVA. Hasil analisis menujukan: pertama, didapati perbandingan kemampuan literasi numerasi siswa yang mengikuti kelas dengan model pembelajaran STEAM terintegrasi Knisley versus model pembelajaran Tatap muka (ceramah). nilai signifikansi pre-test, post-test literasi numerasi yaitu 0,000 berarti (0,00 < 0,05), keduanya merupakan perbedaan kemampuan hasil belajar kognitif siswa yang menggikuti kelas dengan model pembelajaran STEAM terintegrasi Knisley dan model pembelajaran Tatap muka (ceramah) nilai signifikansi awal dan hasil belajar yaitu 0,000 berarti (0,00 < 0,05). Demikian, didapati kesimpulan model pembelajaran STEAM terintegrasi Knisley berpengaruh terhadap literasi numerasi dan hasil belajar siswa kelas IV. Kata kunci : model pembelajaran STEAM, model pembelajaran Knisley, literasi numerasi, hasil belajar
PENGEMBANGAN BUKU REFERENSI BIOEKOLOGI BERDASARKAN KAJIAN STRUKTUR KOMUNITAS LUMUT EPIFIT DI TAMAN NASIONAL BROMO TENGGER SEMERU Marinda Sari Sofiyana; Fatchur Rohman; Murni Saptasari
Konstruktivisme : Jurnal Pendidikan dan Pembelajaran Vol 8 No 2 (2016): Juli 2016
Publisher : Universitas Islam Balitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35457/konstruk.v8i2.44

Abstract

This study aims to develop a reference book on the basis of a study on bioecology bryophyte community structure in Bromo Tengger Semeru National Park. This study used research and development design from Borg and Gall. Two kinds of reference books were developed in this study: biology reference book and ecology of bryophyte reference book. This study revealed that results of validation on book materials, graphics, language and preliminary testing indicated that the book was developed fulfilling standardized criteria of good reference book. There was no revision required to improve the books.
An analysis of preservice teachers critical thinking skills at Universitas Islam Balitar Marinda Sari Sofiyana; Mar`atus Sholihah
Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol. 7 No. 02 (2022): Edubiotik : Jurnal Pendidikan, Biologi dan Terapan
Publisher : Biology Education Department, Universitas Insan Budi Utomo, Malang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/ebio.v7i02.1928

Abstract

The industrial revolution 4.0 in the 21st century presents its own challenges for all groups, including preservice teachers, to be able to quickly adapt to the progress of the times and technology, and solve all problems quickly, precisely, and wisely. To face the challenges of the 21st century, students need good critical thinking skills. By possessing good critical thinking skills, students can plan, monitor, and evaluate the steps they take both in learning activities and in problem solving. This study aims to describe the critical thinking skills of preservice teachers at the Faculty of Teacher Training and Education (FKIP) of Universitas Islam Balitar. This survey research was conducted in April–August 2020 with a total sample of 118 students from the Biology Education, Pancasila and Civic Education, English Education, and Elementary School Teacher Education study programs. Critical thinking skills were measured by an essay test and analyzed with the critical thinking rubric developed by Zubaidah et al. The data were analyzed descriptively. The results showed that the students' critical thinking skills were in the underdeveloped category.
Co-Authors Desy Anindia Rosyida Fatchur Rohman Mar`atus Sholihah Meyrizka Safira Putri Mauza Murni Sapta Sari